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| Id | 720 | |
| Author | Zazulak J., Halgren C., Tan M., Grierson L.E.M. | |
| Title | The impact of an arts-based programme on the affective and cognitive components of empathic development | |
| Reference | Zazulak J., Halgren C., Tan M., Grierson L.E.M.; The impact of an arts-based programme on the affective and cognitive components of empathic development ;Medical Humanities vol:41 issue: 1 page:69.0 |
Link to article | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84930932472&doi=10.1136%2fmedhum-2014-010584&partnerID=40&md5=fe003693ed090569a745a4a6c38e56da |
| Abstract | Medical education research demonstrates that empathic behaviour is amenable to positive change when targeted through educational programmes. This study evaluates the impact of an arts-based intervention designed to nurture learner empathy through the provision of facilitated visual literacy activities. Health Sciences students (N=19) were assigned to two learning groups: a group that participated in a visual literacy programme at the McMaster Museum of Art and a control group that participated in the normal Health Sciences curriculum. All participants completed an inter-reactivity index, which measures empathy on affective and cognitive levels, prior to and following the programme. Those individuals assigned to the visual literacy programme also completed open-ended questions concerning the programme’s impact on their empathic development. The index scores were subjected to independent within-group, between-test analyses. There was no significant impact of the programme on the participants’ overall empathic response. However, subcomponent analyses revealed that the programme had a significant positive effect on cognitive aspects of empathy. This finding was substantiated by the narrative reports. The study concludes that the affective focus of humanities-based education needs to be enhanced and recommends that learners are educated on the different components that comprise the overall empathic response. © 2015, Med Humanit.All rights reserved. |
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| The programme proposes that education in the techniques of art appreciation helps participants develop skills in visual information processing, which may be beneficial to observation that occurs outside of the museum such as during the interpersonal interactions that underpin much of clinical care. . | In conclusion, the evaluation of The Art of Seeing demonstrates the potential benefit associated with arts-based programmes in enhancing the empathic development of participants. . | Using contemporary artwork, this session attempted to enhance the participants tolerance for ambiguity and challenged them to consider how their own personal experiences might bias their observations and interpretations. . | The basic idea is that exposure to art appreciation techniques equips learners with visual literacy strategies that increase the attention that is paid to the details that constitute an image, which in turn improves the quality of the perceptions that are formed through observation. . | The questions were designed to assess whether the students felt that their empathic tendencies were enhanced as a result of participating in the programme, as well as to determine whether the programme was effective in developing skills other than visual literacy. . | For example, they reported that viewing art enabled them to become more attentive and tolerant to the feelings and viewpoints of others. . | It also helps to foster tolerance for different opinions. . | For instance, the current programme could potentially be improved through increased focus on art appreciation exercises that are geared towards affective aspects of empathy. . | This study evaluates the impact of an arts-based intervention designed to nurture learner empathy through the provision of facilitated visual literacy activities. . | These statements highlight the participants beliefs that the learning imparted by the programme helped them to connect with the personal viewpoints and narratives of others. . | Medical education research demonstrates that empathic behaviour is amenable to positive change when targeted through educational programmes. . |
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